Assessment of management practices of induction for newly a | 17492
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Assessment of management practices of induction for newly appointed teachers in secondary schools in Kenya: A case study of Kisumu North, East and West Districts


Jack O. Ajowi, Enose M.W. Simatwa and T. M.O. Ayodo

Induction is a fundamental process of settling newly appointed teachers into a new work environment. It is intended to effectively introduce newly appointed teachers to the work procedures, rules and regulations, as well as assist them to adapt quickly to teaching. The Recruitment and Training Policy 2005 in Kenya, stipulates that induction is mandatory and should be conducted within three months of newly appointed teachers joining the service. However, there has not been a unified framework for undertaking the induction process in the schools all over Kenya; hence, different schools employ different management practices of induction. The purpose of this study was to establish the management practices of induction for newly appointed teachers in secondary schools in Kisumu North, East and West Districts. The objectives of the study were to; establish perception of newly appointed teachers on management practices of induction used in secondary schools and to establish challenges and coping strategies of induction process in secondary schools. A conceptual framework was used to help the study in focusing on the variables of the study. The study employed a descriptive survey design. The study population consisted of 78 head teachers, 78 heads of departments, 140 newly appointed and teachers. The sample size consisted of 36 head teachers, 36 heads of departments. Data was collected using questionnaires and in-depth interviews. Face validity of the instruments was determined by three experts in the Department of Educational Management and Foundations, Maseno University for perusal and their suggestions were incorporated to make them valid. Reliability of the instruments was determined by use of pilot study in four schools which were not involved in the study. The study established that no systematic induction process for newly appointed teachers was practiced in schools; the needs of newly appointed teachers were not considered and that a lot of disorganized information was given to newly appointed teachers in the first two days after which they are left to swim and sink. The study recommended that the Ministry of Education should provide an induction blue print to schools, train mentors and provide funds for induction process

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